Toward wholeness : Rudolf Steiner education in America by Mary Caroline Richards

By Mary Caroline Richards

For Rudolf Steiner, existence should be really understood provided that it's skilled as paintings is skilled, as internal actions expressed via actual fabrics. in this floor of the union of internal adventure and sensory lifestyles, he built his precise, holistic method of schooling. Richards perspectives Steiner faculties as expressing a brand new academic realization applicable for our time, a “grammar of interconnections” between clinical observational, inventive mind's eye, non secular reverence, and sensible task within which every thing bears a deep connection.

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Music is basic to human life, Rudolf Steiner emphasized. Life in its rhythms is intrinsically musical. Rhythm, interval, tone, polyphony — all affect our thinking capacities and our responses to many other subjects and experiences. In the Waldorf curriculum, music may be interwoven with other studies such as botany, geometry, and astronomy. "History through Music" is a course taught in eleventh grade. Singing as well as listening to music is stressed. The choral work at the Garden City school has been outstanding.

Large theories are desperately in order. . For all our political freedom, we are inhibiting intellectual freedom and creativity among scientists. Only a few have the courage to think broadly . . and fewer yet get adequate funding for critical research. We will have no one to blame but ourselves if we fail to use the most potent psychic 'weapon' around — Imagination, (p. 2) This growing awareness of the need for a "radical new world-view" and for a holistic approach makes a look at Rudolf Steiner/Waldorf education in America especially timely.

Harwood in Recovery of Man in Childhood. What is striking to observe is the trust that can exist between students and teachers: mutual respect: mutual growth. The children who begin in school by learning chiefly by imitation and then by trusting their teacher, graduate from high school as young adults prepared to think for themselves and judge for themselves, 39 with broad interests and cultural background. The young people relate to their teachers now not as guides or authorities but as friends.

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